I’ve come to the frightening conclusion that I am the decisive element in the classroom.

It’s my personal approach that creates the climate.

It’s my daily mood that makes the weather.

As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.

I can be a tool of torture, or an instrument of inspiration.

I can humiliate or humour, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanised or de-humanised.

(Haim Ginnott from Teacher & Child, Macmillan, 1972)1

Approaches to Approaches to Learning Learning Year 1 PSYear 1 PS

IST week 9IST week 9Emotional IntelligenceEmotional Intelligence

And circle timeAnd circle time

Semester 2Week 5

Independent Study TaskIndependent Study Task Choose one of the following

approaches to learning to research:ALPS ( Accelerated Learning in Primary

Schools) or other ‘accelerated learning’ programmes

High ScopeTASC (Thinking Actively in a Social

Context)Thinking Hats ( Edward de Bono)Learnacy (Guy Claxton)

In WEEK 9 you are going to give a short introduction to a group of your peers about your chosen area. Your ‘presentation’ should be no more than 5 minutes long and this should include time for questions.

You should produce a handout. Maximum of 1 A4 (single sided sheet) and should detail your main findings Give suggestions of where peers can find out more about this approach.

Bring along 6 copies of your handout- this will include one for your tutor.

The presentation and the hand out will NOT be assessed.

The following slide gives suggestions of where you might start looking for information about your chosen area

ACT NOW! Plan your time . Week 9 may seem a long time away but ……Do NOT leave this task until the last minute!

A.L.P.S and other ‘Accelerated Learning’ programmesA.L.P.S and other ‘Accelerated Learning’ programmesSmith, A.(1999) The Alps Approach: Accelerated Learning in Primary Schools, Network Education Press Limited http://www.acceleratedlearning.co.uk/

High/Scope Brown,M. (1990) The High/Scope Approach to the National Curriculum 1. An Introduction, London, High/Scope Institute

Pound, L. (2005) How Children Learn, London, Step Forward Publishing Limited

T.A.S.C.http://www.nace.co.uk/tasc/tasc_home.htm

http://www.tascwheel.com/

Thinking Hats De Bono, E. (2000) Six Thinking Hats, London, Penguin

Pound, L. (2009) How Children Learn 3 Contemporary thinking and theorists,, London, Practical Pre-School Books

Learnacywww.qcda.gov.uk/libraryAssets/media/11469_claxton_learning_to_learn.pdf

POSTER assignment POSTER assignment Any questions?Any questions?

Good to see so many at LL last week; I hope this was because you met

your groups afterwards.

Ensure that you take great care to ensure

your poster looks cohesive; it will be

clear if you have brought it all in on the morning and slung it

together.

Emotional Aspects of Emotional Aspects of LearningLearning

Key theorists: Carl Rogers, Daniel Goleman

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Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

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Emotional intelligence / Emotional intelligence / Emotional LiteracyEmotional Literacy

Emotional intelligence, or EI is the ability to recognise, understand, handle and appropriately express emotions.

The concept of Emotional Intelligence, developed by Daniel Goleman (1996), means you have a self-awareness that enables you to recognise feelings and helps you manage your emotions. On a personal level, it involves motivation and being able to focus on a goal rather than demanding instant gratification.

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Emotional Intelligence / Emotional Emotional Intelligence / Emotional LiteracyLiteracy

Key elements:Self awarenessSelf conceptManaging

feelingsMaking decisionsManaging stressPersonal

responsibilityEmpathyCommunicationCooperation with

othersConflict

resolution

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Emotional intelligenceEmotional intelligence Just because someone is deemed

'intellectually' intelligent, it does not necessarily follow that they are emotionally intelligent. Having a good memory, or good problem solving abilities, does not mean you are capable of dealing with emotions or motivating yourself.

Highly intelligent people may lack the social skills that are associated with high emotional intelligence. However, high intellectual intelligence, combined with low emotional intelligence, is relatively rare and a person can be both intellectually and emotionally intelligent..

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Emotional intelligenceEmotional intelligenceSelf-motivated students tend to do better in

school exams. The ability to interact well with others and

having a good group of friends, means students are more likely to remain in education, whereas those with emotional difficulties tend to drop out.

On the negative side, low emotional intelligence can affect intellectual capabilities. Depression can adversely affect the results of an IQ test for example

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Links to Gardner’s Personal Links to Gardner’s Personal Intelligences:Intelligences:

INTERPERSONAL: Negotiates & reads social situations well; Relates well, mixes well, has many friendsAble to read others, negotiates in disputesCommunicates well, sometimes manipulates

INTRAPERSONAL: Self-knowledge, sensitivity to own values, deeply aware of own feelings, often privateHas a well-developed sense of selfIntuitive, self-motivated

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Self-EsteemSelf-Esteem

“The task of enhancing self-esteem is the most

important facing any school.”

Mosley, J. (1993) Turn Your School Around. Wisbech:LDA

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Self esteem is KEYSelf esteem is KEY Many children who behave badly in

school are those whose self-esteem is threatened by failure. They see academic work as unwinnable. They soon realise that the best way to avoid losing in such a competition is not to enter it.

(DISCIPLINE IN SCHOOL: REPORT OF THE COMMITTEE OF ENQUIRY CHAIRED BY LORD ELTON. 1989 –known as The Elton Report)

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How children see themselvesHow children see themselves

SELF CONCEPT: a child’s picture of himself

The value the child puts on this self-image is his SELF ESTEEM.

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Characteristics of children with high self-Characteristics of children with high self-esteem:esteem:

Have a greater capacity to be creative

More likely to assume active roles in social groups

Less likely to be burdened by self-doubt, fear, ambivalence

More likely to move directly and realistically towards personal goals

Find it easier to accept differences between own & others’ levels of performance (academic, physical & relationships)

Worry less about physical appearance

So, will be more effective & successful learners

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SOCIAL SKILLSSOCIAL SKILLS

Self-esteem is heavily influenced by a child’s ability to interact socially.

For some children, their own poor behaviour reinforces their low self-esteem.

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3 main areas need to be 3 main areas need to be addressed:addressed:

Identifying & expressing feelings

Communicating with others

Self-management

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What is Circle Time? What is Circle Time? (Mosley, J. (1996), Quality Circle Time, LDA)(Mosley, J. (1996), Quality Circle Time, LDA)

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Key Benefits of Circle Key Benefits of Circle TimeTime(Mosley, J. (1996), Quality Circle Time, LDA)(Mosley, J. (1996), Quality Circle Time, LDA)Sitting in a circle symbolically promotes the notion of equal responsibility.

Participation enables children to have a sense of belonging to a group they can trust.

It actively motivates those involved to share thoughts and feelings.

It initiates collective responsibility for the promotion of self esteem and positive behaviour.

It encourages self-discipline22

Very structured Circle Time; not Very structured Circle Time; not just sitting in a circlejust sitting in a circle

Reminder of the rulesIntroductory phase; game(s) that

focus(es) on one of the five skills – thinking, looking, listening,

speaking and concentratingA mix up gameIce-breaker Middle phase – open forum; solving

problems and achieving goals.Closing phase – celebration of success.Wind down – ending ritual, calm game

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Circle Time in Practice

Video/DVD clip24

Suggested ReadingSuggested Reading

IN READING PACK Pound, L ( 2005) ‘Emotional

Intelligence in How Children Learn. Leamington Spa: Step Forward Publications

Sharp,P.(2001) ‘What is Emotional Literacy?’, Chapter 1 in Nurturing Emotional Literacy. London: David Fulton

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